A Collaborative Regional Alliance to Prepare STEM Secondary Teachers for Service in Rural, High-Need Schools and School Districts

该项目旨在满足国家对培养合格和创新的STEM教师的需求，这些教师来自受COVID-19大流行影响不成比例的农村人口。改变未来教师的早期经验可以帮助确保国家拥有合格的STEM教育工作者，能够激励和准备未来的STEM劳动力。该项目打算通过招募，准备和支持一组不同的本科STEM专业成为高技能的STEM中学教师来实现这一目标。 这些未来的教师将包括社区大学的学生和代表该地区人口多样性的低年级学生。该项目旨在培养这些学生成为农村、高需求学校和学区的高素质初中和高中STEM教师。为了招募、准备和支持这些STEM学生，项目合作伙伴将协调两种教师准备途径，强调早期STEM研究和探究经验。加州州立大学蒙特利湾分校的这个项目是一个西班牙裔服务机构（HSI），将利用其他三个中学后HSI之间的区域联盟（卡布里洛学院，哈特内尔学院和蒙特雷半岛学院）和县教育办公室，代表加州的中央海岸地区的24个学区。为应对COVID-19疫情的影响，该项目将为未来的教师提供在线教学，并使他们成为熟练的在线和面对面教师。 例如，它将帮助未来的STEM教师发展他们的能力，以整合数字公民和技术的方式促进STEM调查。 它旨在招募，支持和准备30名新的STEM教师，他们将从加州州立大学蒙特雷湾和合作社区学院的本科STEM专业（包括生物学，计算机科学，环境科学，海洋科学，数学或统计学）中招募。 学生将获得他们的高年级和学士后STEM教师资格认证年的奖学金支持。 此外，将招聘职业生涯中期的STEM专业人员并获得津贴支持，以完成为期一年的学士学位后STEM教师资格认证计划。由县教育办公室协调的下一代科学标准区域合作教师网络将为未来的教师提供早期，包容性的STEM实践社区，这些社区由正在实施STEM教学和学生学习最佳实践的在职教师组成。早期STEM探究，教学和指导研究机会将整合主动学习和文化响应教学法，以建立早期社会资本并创建多元化的STEM教师社区。项目成果有可能为加州社区学院系统（115所学院）和加州州立大学系统（23所大学）提供一个模式，以扩大高素质STEM教师的申请人库。该模型和战略的传播将有助于通过扩大STEM教师准备管道解决短期和长期教师短缺问题。农村地区合格和创新的STEM教师将在发展STEM劳动力以满足新出现的关键需求方面发挥关键作用。这个轨道1：奖学金和津贴项目是通过罗伯特诺伊斯教师奖学金计划（诺伊斯）的支持。诺伊斯计划支持有才华的STEM本科专业和专业人士成为有效的K-12 STEM教师和经验丰富的模范K-12教师，成为高需求学区的STEM硕士教师。 该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national need of preparing qualified and innovative STEM teachers among a rural population that has been disproportionately impacted by the COVID-19 pandemic. Transforming the early experiences of future teachers can help to ensure the Nation has qualified STEM educators capable of inspiring and preparing the future STEM workforce. The project intends to do so by recruiting, preparing, and supporting a diverse group of undergraduate STEM majors to become highly skilled STEM secondary teachers. These future teachers will include community college students and lower division students who represent the region's demographic diversity. The project intends to prepare these students to serve as highly qualified middle and high school STEM teachers in rural, high-need schools and school districts. To recruit, prepare, and support these STEM students, project partners will coordinate two teacher preparation pathways that emphasize early STEM research and inquiry experiences.This project at California State University Monterey Bay, a Hispanic-Serving Institution (HSI) will leverage a regional alliance between three other post-secondary HSIs (Cabrillo College, Hartnell College, and Monterey Peninsula College) and the County Office of Education, representing 24 school districts in California's Central Coast region. Responding to consequences of the COVID-19 pandemic, the project will provide future teachers with online instruction and prepare them to be skilled online and in-person teachers. For example, it will help future STEM teachers develop their capacity to facilitate STEM inquiry in ways that integrate digital citizenship and technology. It aims to recruit, support, and prepare 30 new STEM teachers who will be recruited from undergraduate STEM majors (including biology, computer science, environmental science, marine science, mathematics, or statistics) at California State University Monterey Bay and partnering community colleges. The students will receive scholarship support for their senior year and post-baccalaureate STEM teacher credentialing year. In addition, mid-career STEM professionals will be recruited and receive stipend support to complete the one-year post-baccalaureate STEM teacher credentialing program. The Next Generation Science Standards Regional Collaborative Teacher Network coordinated by the County Office of Education will provide the prospective teachers with access to an early, inclusive STEM community of practice of current in-service teachers who are implementing best practices for STEM instruction and student learning. Early STEM inquiry, teaching, and mentored research opportunities will integrate active learning and culturally responsive pedagogy to build early social capital and create a diverse STEM teacher community. Project outcomes have potential to provide a model for the California Community College system (115 colleges) and California State University system (23 universities) to broaden the applicant pool of highly qualified STEM teachers. Dissemination of the model and strategies will help to address short- and long-term teacher shortages through an expanded STEM teacher preparation pipeline. Qualified and innovative STEM teachers in rural districts will have critical roles in developing the STEM workforce to meet emerging critical needs. This Track 1: Scholarships and Stipends project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the persistence, retention, and effectiveness of K-12 STEM teachers in high-need school districts. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.